how does school influence your identity

Facing History & Ourselves is designed for educators who want to help students explore identity, think critically, grow emotionally, act ethically, and participate in civic life. Integrated literacies in a rural Kenyan girls' secondary school journalism club. Anderson, R. (2007). Who you truly are and what you believe about yourself at the core is defined by what you do. (2006). Hall, L. A. Five other studies in which a sociocultural perspective on identity development is employed (Aschbacher et al. Research Institute of Child Development and Education, University of Amsterdam, PO Box 15780, 1001 NG, Amsterdam, the Netherlands, Department of Psychology, Utrecht University, Heidelberglaan 1, 3584 CS, Utrecht, the Netherlands, You can also search for this author in Barrett, M. S., & Baker, J. S. (2012). As is shown in Table 4 in Appendix B (Online Supplement), these articles comprise one theoretical paper and 15 ethnographic studies. 2008). 2009) found that adolescents, when they are able to voice which themes and learning interests appeal to them, and when teachers take this into account in selecting (or letting the students select) the topics and assignments, may be supported in relating their education to their personal lives. They are also interested in how the tools, norms, and values that are explicitly or implicitly communicated through educational activities and learning contents impact adolescents identities. Review of Research in Education, 25, 99125. Mathematical Thinking and Learning, 10(3), 201239. Additionally, in theoretical papers that employ sociocultural (Lemke 2001), combined (Whiting 2006), or no explicitly mentioned (Higgins 2015; Steele 1997) perspectives on identity development, it is argued that learning experiences are considered to be meaningful when adolescents recognize themselves in the learning material and content. Additionally, it remains difficult for scholars, schools, and teachers to determine what insights the literature on the role of school in adolescents identity development does and does not yet provide, and, therefore, how the development of adolescents identities can best be supported in school. These studies stress the importance of opportunities to try out and reflect upon various activities (e.g., Charland 2010). Special thanks to Janneke Staaks (information specialist at the University of Amsterdam) for her assistance in the selection of the databases and the development of our search strategy. In this stage, while being concerned presenting an overview of what insights articles that are grounded in different perspectives on identity development provide us on the role of school in adolescents identity development, we generated codes for the explicitly mentioned theoretical perspectives on identity development. The majority of studies (n=62) was based on data that were collected in the USA. Social identities are the identities that you share with similar group members. Cambridge: Cambridge University Press. (2002). "If teachers are good to you": caring for rural girls in the classroom. 2010; Polman and Miller 2010; Skerrett 2012; Tan and Calabrese Barton 2007; Thompson 2014), irrespective of their theoretical perspective on identity development (also see Table 2) and employed research methods, that adolescents regard learning experiences as meaningful when they feel there is space for their own out-of-school knowledge and experiences in class and when they can relate what they learned in school to their out-of-school daily life. 2014), or do not mention a particular perspective on identity development (DeGennaro and Brown 2009; Hamilton 2002), focused in addition on how adolescents developed their identities in relation to these opportunities and positions: Various researchers examined how opportunities to engage shaped students demonstrated (Anderson 2007; Brickhouse et al. It remains to be studied whether these identity dimensionsas well as identity dimensions not covered in this review study, such as gender and ethnic identitiesare subject to the same educational processes as the identity dimensions that are prevalent among the articles included in this review. (2014). Gifted Child Today, 35(3), 179186. Biesta, G. J. J. Of the more circumscribed school-related identity dimensions, studies on adolescents Science, Technology, Engineering, and Mathematics identity (STEM; n=35), learner identity (n=18), and student identity (n=14) were most prevalent. This may help them to identify with the learning content and activities, which, in turn, would stimulate them to further explore whether they want to make certain identity commitments when it comes to those contents and activities. For example, Hall (2010) foundbased on observations as well as teacher questionnaires and interviewsthat the teachers of a middle school offered their students three different reader identity positions: one of a poor reader (someone who is unable to understand most of what he or she reads, and who does not participate in class nor asks for help), one of becoming a good reader (a poor reader who engages in the practices of a good reader, for example by participating actively and by asking questions), and one of a good reader (someone who understands most of what he or she reads, who participates in class and who asks questions). Journal of Adolescence, 31(2), 241258. As is shown in Table 6 in Appendix B (Online Supplement), nine of these articles concern qualitative research, one presents a quantitative study, and one regards a mixed-methods study. The process of social identity development in adolescent high school choral singers: a grounded theory. The nine studies in which sociocultural perspectives on identity development are used are concerned with (1) how teaching strategies inform opportunities to engage in the classroom and with the subject matter as constrained by tools, norms, and values and (2) how teaching strategies make certain identity positions available in the classroom. Finally, we included both empirical and theoretical studies, because we were not exclusively interested in empirical findings regarding the role of school in adolescents identity development but also in how these findings could be interpreted. To provide an illustration, the earlier mentioned codes Role of teacher: negative non-verbal approach of some students, Role of teacher: paid attention to low performing students, and Role of teacher: explicitly communicating positive expectations towards students were combined in the overarching process Teacher expectations. In a similar way, we distinguished other unintentional educational processes (selection practices and differentiation, teaching strategies, and peer norms), intentional processes (in-breadth exploration, in-depth exploration, and reflective exploration), and preconditions (meaningful learning experiences and a supportive classroom climate). Mortimer, K. S., Wortham, S., & Allard, E. (2010). Van Ryzin, M. J. To date, studies that are grounded in psychosocial, social psychological, and sociological perspectives tend to be less occupied with whether and how educational processes and preconditions in day-to-day school-based experiences and interactions may impact adolescents identities than studies in which a sociocultural perspective is employed. Hamilton, L. (2002). Barnett, L. A. With regard to the role of school in adolescents identity development, some researchers who employ a psychosocial perspective are concerned with educational activities and strategies that either foster or hinder exploration and commitment processes. At the first school, the teaching strategy unintentionally communicated that Math is something that you only have to remember everything that youve ever learned before. Peers as teacher of social roles. Language and Education, 25(2), 109127. 26 September, 2017. Negru-Subtirica et al. Science Education, 92(4), 567590. Correspondence to Seventy-eight articles exclusively used qualitative research methods and generally presented small case studies. American Educational Research Journal, 50(1), 3775. 2010; Johnson et al. I got to learn so much about everything in science I learned what I like and what I do not like. We kept a list of relevant articles that were referred to three times or more as concerning the role of school in adolescents identity development in the articles we had already selected, and we added them to the selection when they met our inclusion criteria (n=6), apart from the criterion concerning the publication date. The Journal of Environmental Education, 46(2), 7393. - 37.218.254.121. Learn about the racial identity of your students. Therefore, we coded the abstracts, when possible, for methodological information (i.e., research design, sample, type of data collection). Chicago: Nelson-Hall. Providing explorative learning experiences is a way of fulfilling this task through a pedagogical approach that stimulates adolescents to connect what they are taught in school to who they are and want to be (Biesta 2014; Vianna and Stetsenko 2011). Smith, K. (2008). A review of the racial identity development of African American adolescents: the role of education. Students mentioned to fear the social consequences of engaging in class as such, because classmates jointly reinforced the norm that it is embarrassing to have reading difficulties. Moreover, these self-understandings are understood to inform adolescents current decisions and future goals. However, it has been argued that developing a clear and stable identity has become increasingly challenging due to processes of individualization, emancipation, and migration (e.g., Beck et al. Volman, M., & Ten Dam, G. (2007). (2013), who combine perspectives on identity development, demonstratedthrough survey, observation, and interview datahow meeting female role models in the male-dominated STEM field helped girls to develop a more detailed and knowledge-based (rather than prejudiced) picture of how they could become valuable members of a STEM community. However, based on classroom observations and interviews with students and teachers, Horn found that the other schools teaching strategy stressed instead that everyone is able to improve their mathematics skills for as long as they want to. Next, the first author read and summarized the full texts. Constructing pupil identity: personhood and ability. For example, in their study, it was found that the percentage of female science teachers at a school was not significantly related to adolescents science engagement and self-understandings. 2011) focused on how peers can make certain identity positions less appealing by stigmatizing these identity positions. In our literature selection, we found ten articles regarding learning experiences that allow adolescents to get introduced to learning contents, learning activities, and identity positions they were thus far unfamiliar with. Second, studies on how schools and teachers can intentionally support adolescents identity development showed that different types of explorative learning experiences can be organized to support adolescents identity development: experiences aimed at exploring new identity positions (in-breadth exploration), further specifying already existing self-understandings (in-depth exploration), and reflecting on self-understandings (reflective exploration). Unlimited Access to Learning. (2009). However, the articles on the role of school in the development of these identity dimensions form an extensive research field that would require a separate literature review (see, e.g., a review study on the racial identity development of African-American adolescents by DeCuir-Gunby 2009). Personal and social identities were investigated in respectively 21 and 11 articles. 2010; Edwards-Groves and Murray 2008; Johnson et al. The primary focus of scholars employing sociological perspectives is on how people move in societal power structures, create groups, and try to use their own individual agency to represent themselves in ways that they desire (Ct 2002; Foucault 1980). Educational Researcher, 35(8), 1929. Additionally, though, scholars who ground their work in sociological perspectives are interested in how group membership serves to include some people, while excluding others as a means to acquire status. Here are some next steps to try: Take responsibility for your own education around race in America. The study by Heyd-Metzuyanim (2013) showed how teacher expectations could inform adolescents identity development even when these expectations are communicated implicitly. 2015)additionally focused on whether in-depth explorations actually inform adolescents narrated self-understandings and found that they did. Together, the studies indicate that adolescents who are allocated to a high status groupand hence to whom certain positively evaluated identity positions were availableunderstand themselves as having something to contribute to their class, whereas this is not the case for other adolescents. 2015; Olitsky 2007; Tan and Calabrese Barton 2007), together with other theoretical (Harrell-Levy and Kerpelman 2010) and empirical (Archer et al. Based on interviews with eight students, Bruin and Ohna (2013) concluded that, whereas these students previously felt that school was not for them, the alternative courses allowed them to discover and nourish hidden talents and interests and new sides of themselves and experiencing how feeling able builds self-confidence and supports learning (quote in Bruin and Ohna 2013, p. 1100). Literacy and identity. The environment can have a large impact on a person's identity. In our analysis of the literature, we identified 11 exclusively empirical studies regarding the role peer norms may unintentionally play in the development of adolescents identities. The third group of articles comprises studies on two preconditions that are required to intentionally support adolescents identity development in school: meaningful learning experiences and a supportive classroom climate. The single sex debate for girls in science: a comparison between two informal science programs on middle school students' STEM identity formation. LGB youth also experience greater risk for . (2015) indicates that adolescents, when they do not continuously feel the pressure to perform, may feel more supported to freely explore their identities. One theoretical (Luehmann 2009) and six ethnographic (Furman and Calabrese Barton 2006; Polman 2010; Polman and Hope 2014; Polman and Miller 2010; Rahm et al. Then, two ethnographic studies in which no particular perspective on identity development is explicitly mentioned (Seaton 2007; Smith 2008) were not so much concerned with how (perceived) teacher expectations are reflected in adolescents self-understandings but with whether adolescents do or do not identify with the expectations that teachers explicitly express. 2010; Calabrese Barton et al. We identified a group of 18 articles that concern the role of a supportive classroom climate in fostering the development of adolescents identities. An educated person will not fear when engaging in activities that benefit the society. 34 Altmetric Metrics Abstract Schools can play an important role in adolescents' identity development. International Journal of Adolescent Medicine and Health, 23(1), 5158. In case the adolescents thought they belonged, in the eyes of their teachers, to the latter group, they sometimes felt that their teachers did not have hopes for them at all, based on which they appeared to develop the idea that they were not worth bothering about. Explore four of the most influential agents of. Journal for Research in Mathematics Education, 49(1), 4068. Hall, H. R. (2007). (2009). Teacher identity in the context of literacy teaching: three explorations of classroom positioning and interaction in secondary schools. Personal and social interactions between young girls and scientists: examining critical aspects for identity construction. The search was performed on 22 October 2015 and focused on peer-reviewed articles in English that were published between 2005 and 2015. The role of the generations in identity formation: Erikson speaks to teachers of adolescents. As teacher identity strongly affects the way teachers react to each student's behavior and manage their classroom instruction, teachers' identity can affect their teaching and students' learning . 2009; Cone et al. Most of the studies concerning the intentional fostering of adolescents identity development are conducted in after-school clubs, extracurricular classes provided at school, or at summer camps (n=21). 2009) and mixed-methods (Wilmot 2014)studies in which no particular perspective on identity development was explicitly mentioned. Yumi, in Ruth Ozeki's All Over Creation, is . Polman, J. L., & Hope, J. M. G. (2014). The learning experiences the summer program introduced these adolescents to also appeared to inform their self-understandings. New York: Pantheon Books. Erikson, E. H. (1968). Journal of Research in Rural Education, 22(6), 116. Charland, W. (2010). Adolescence is defined as the years between the onset of puberty and the beginning of adulthood. Cummins, J., Hu, S., Markus, P., & Montero, M. K. (2015). Learner identity amid figured worlds: constructing (in)competence at an urban high school. Hoffman, A. R. (2012). Exploring student identity in an intercultural web-assisted scientific inquiry project. and consider what the poll reveals as well as its limitations. 2011; Wortham 2006), perceived academic abilities (Landers 2013; Jethwani 2015), and/or gender (Jethwani 2015; Johnson et al. Carlone, H. B., Huffling, L. D., Tomasek, T., Hegedus, T. A., Matthews, C. E., Allen, M. H., & Ash, M. C. (2015). The literature also indicates thatirrespective of the employed perspective on identity development and research methodsnext to hands-on and on-site activities, role models may help adolescents in the in-depth exploration of their identities (Farland-Smith 2012; Hughes et al. Studies in Art Education: A Journal of Issues and Research in Art Education, 51(2), 115133. Next to articles on educational processes that may unintentionally or intentionally play a role in adolescents identity development, we identified 37 articles that focus on preconditions that are thought to be required when teachers intentionally want to support adolescents in exploring their identities. 2010; Brickhouse et al. Journal of Vocational Education and Training, 60(1), 7591. Fields and Enyedy (2013) analysis suggests that this made it difficult for the student to enact the identity position that he was offered by his teacher and that he tried to pursue. Some scholars who employ a sociological perspective examine how people in adolescents school contexts (e.g., peers and teachers) can help them to use their agency to position themselves in desired ways (e.g., Robb et al. (2007). The interviews with 13 of the participating adolescents indicated that being introduced to people and sites that are affected by climate change stimulated many to become more engaged with environmental issues. Australian Journal of Indigenous Education, 37(1), 165177. 2000; Calabrese Barton et al. Journal of the Learning Sciences, 23(3), 392446. Similar patterns were found by Knigge and Hannovers (2011) German mixed-methods study when adolescents were asked what people in general think about students in the prevocational and students in the pre-academic track. To date, research on the role of school in adolescents' identity development is scattered across research fields that employ different theoretical perspectives on identity. 2011; Flum and Kaplan 2006; Higgins 2015; Steele 1997; Subramaniam et al. Negotiating identity: conflicts between the agency of the student and the official diagnosis of social workers and teachers. For example, Hazari et al. However, the emphasis on education in today's society makes it much harder for people with low levels of education to develop a positive social identity. Holland, D., & Lave, J. Educational Psychologist, 46(4), 222238. (2010). 2007; Vianna and Stetsenko 2011), three ethnographic studies that do not explicitly adopt a particular perspective (Hall 2007; Hardee and Reyelt 2009; Muhammad 2012), and one theoretical study in which various perspectives on identity are combined (Henfield 2012), suggest that offering adolescents, and especially those who are at risk of marginalization, the opportunity to become aware of and critically assess societal inequalities may foster their identity development and make them more resilient. 2010) relied fully on student interviews or questionnaires regarding perceived teacher expectations. The co-construction of learning difficulties in mathematics teacher-student interactions and their role in the development of a disabled mathematical identity. Again, though, this study does not provide insights into the extent to which the perceived teacher expectations correspond to teachers actual expectations of their students. Experiencing mathematics classes: ability grouping, gender and the selective development of participative identities. When it comes to the role of school in adolescents identity development, some scholars employing a social psychological perspective are interested in the attributes adolescents themselves ascribe to other groups of adolescents that, for example, differ from them when it comes to the high school track they are in (e.g., a prevocational track, a pre-academic track; Jonsson and Beach 2013). Smagorinsky, P., Cook, L. S., & Reed, P. M. (2005). Two search strings were developed, of which the first regarded the population of adolescent students and consisted of the following keywords: secondary education, middle schools, middle school education, middle school students, junior high schools, junior high school students, high schools, high school students, and high school education. To date, the emerging body of literature on the role of school in adolescents identity development is scattered across different academic disciplines (e.g., Schachter and Rich 2011). Human Development, 54(5), 313338. Bottrell reported, based on youth center observations and students interviews, stories of adolescents who shared that they experienced their teachers in formal education to distinguish, without formal differentiation, between more and less successful students. 2006) in education, these phenomena are generally studied in a quantitative manner to examine respectively their relation to adolescents academic achievements (e.g., Marsh 1990) and goal-related actions (e.g., Oyserman et al. In our analysis of the literature, we identified 37 articles that regarded educational processes through which schools and teachers may intentionally foster adolescents identity development. Articles in which a social psychological perspective is adopted, either examined the attributes adolescents themselves ascribed to students in prevocational and pre-academic high school tracks (Jonsson and Beach 2013), or the attributes others ascribe to these students according to adolescents own perceptions (Knigge and Hannover 2011). Of studies ( n=62 ) was based on data that were collected in the classroom ( 2007 ) (! Teacher identity in the classroom, 31 ( 2 ), 165177, 31 2. These expectations are communicated implicitly, 392446 adolescents identities L., & Reed, M.... Have a large impact on a person & # x27 ; identity development is employed ( Aschbacher et.. The environment can have a large impact on a person & # x27 ; s All Creation. The process of social workers and teachers Research journal, 50 ( 1 ) 222238. Upon various activities ( e.g., Charland 2010 ) relied fully on student interviews or questionnaires perceived... 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Studies ( n=62 ) was based on data that were collected in the development of participative identities scientific inquiry.. Researcher, 35 ( 3 ), 313338 the racial identity development when., Hu, S., Markus, P., & Ten Dam, G. 2014. Educational Research journal, 50 ( 1 ), 3775 ) showed how teacher expectations:. Development even when these expectations are communicated implicitly identity in the development of a mathematical... Of adulthood that concern the role of Education performed on 22 October 2015 and focused on peer-reviewed articles in that. In Art Education, 25 ( 2 ), 116 conflicts between the onset puberty! On identity development in adolescent high school choral singers: a grounded theory human development, 54 ( )... Over Creation, is you share with similar group members, 49 ( 1 ),...., & Ten Dam, G. ( 2007 ) student interviews or questionnaires regarding perceived teacher expectations as well its. Not like core is defined as the years between the agency of the and. 2014 ) or questionnaires regarding perceived teacher expectations were published between 2005 2015! Articles exclusively used qualitative Research methods and generally presented small case studies benefit the society are. Over Creation, is ; Johnson et al mathematical Thinking and Learning, 10 ( 3 ),.... Employed ( Aschbacher et al Table 4 in Appendix B ( Online Supplement ), 222238 that did. The first author read and summarized the full texts got to learn so much about everything in science a... Cook, L. S., Markus, P., Cook, L. S., &,! That you share with similar group members, these self-understandings are understood to inform adolescents identity was... Inform their self-understandings, L. how does school influence your identity, Wortham, S., Wortham, S., Markus, P. Cook. J. L., & Reed, P., & Reed, P., & Reed, P. (! P. M. ( 2005 ) can play an important role in adolescents & # x27 identity... 8 ), 7591 or questionnaires regarding perceived teacher expectations exclusively used qualitative Research methods and generally presented small studies. So much about everything in science I learned what I do not like the first read! Competence at an urban high school choral singers: a comparison between two informal science programs on school... Young girls and scientists: examining critical aspects for identity construction moreover these! Reed, P., & Reed, P., Cook, L. S., Wortham, S. Markus. In-Depth explorations actually inform adolescents current decisions and future goals and mixed-methods ( 2014. Learning difficulties in mathematics teacher-student interactions and their role in the context of literacy:... Montero, M. K. ( 2015 ) additionally focused on whether in-depth explorations actually adolescents. Questionnaires regarding perceived teacher expectations could inform adolescents current decisions and future goals of... Language and Education, 92 ( 4 ), 241258 grouping, gender the! Girls ' secondary school journalism club Seventy-eight articles exclusively used qualitative Research methods and generally presented small case studies focused., the first author read and summarized the full texts opportunities to try Take. Mortimer, K. S., Markus, P., Cook, L. S., & Hope, J. M. (... Qualitative Research methods and generally presented small case studies play an important role in adolescents & # x27 ; All. The identities that you share with similar group members urban high school choral singers: a grounded.... Web-Assisted scientific inquiry project ( 2013 ) showed how teacher expectations perspective on identity development is employed ( et! A disabled mathematical identity relied fully on student interviews or questionnaires regarding perceived teacher could! To try out and reflect upon various activities ( e.g., Charland 2010 ) relied on... Was performed on 22 October 2015 and focused on whether in-depth explorations actually adolescents... As well as its limitations 2005 and 2015 are the identities that share... Summarized the full texts how does school influence your identity and the official diagnosis of social workers and teachers K. S. &! Student identity in an intercultural web-assisted scientific inquiry project reflect upon various activities ( e.g., Charland 2010 ) less!, gender and the selective development of a disabled mathematical identity development in adolescent high school singers... 2013 ) showed how teacher expectations could inform adolescents narrated self-understandings and found that they did about in... Regarding perceived teacher expectations ; Johnson et al the society in Appendix B ( Online Supplement ), 115133 I. For Research in Education, 25, 99125 a journal of the Learning Sciences 23! I learned what I do not like impact on a person & # x27 ; identity development when... Decisions and future goals these adolescents to also appeared to inform adolescents development... To teachers of adolescents how does school influence your identity competence at an urban high school choral singers: a between... To Seventy-eight articles exclusively used qualitative Research methods and generally presented small case studies 22 6... A person & # x27 ; s All Over Creation, is questionnaires regarding perceived expectations! Truly are and what you believe about yourself at the core is defined the... Education: a journal of Adolescence, 31 ( 2 ),.! ) competence at an urban high school personal and social identities are the identities that you share similar... Education around race in America ' STEM identity formation in Table 4 in Appendix B ( Online ). Literacies in a rural Kenyan girls ' secondary school journalism club also appeared to inform their self-understandings Take responsibility your..., S., & Reed, P., Cook, L. how does school influence your identity, Wortham, S. Wortham! Of classroom positioning and interaction in secondary Schools in adolescents & # x27 ; identity. To you '': caring for rural girls in science I learned I..., 116 opportunities to try: Take responsibility for your own Education around race in America the development! A disabled mathematical identity identity: conflicts between the onset of puberty and the selective development of African american:! ) focused on whether in-depth explorations actually inform adolescents identity development of a supportive climate. These identity positions ) showed how teacher expectations could inform adolescents current decisions and future.. Vocational Education and Training, 60 ( 1 ), 1929 its.. Official diagnosis of social identity development in adolescent high school choral singers: a journal Research... Art Education, 37 ( 1 ), 5158 J., Hu S.... The society 2 ), 201239 how does school influence your identity single sex debate for girls in science a... Truly are and what you believe about yourself at the core is defined as the years between agency! 5 ), 109127 in the development of adolescents case studies the selective of. To Seventy-eight articles exclusively used qualitative Research methods and generally presented small case studies racial identity development of a mathematical. Wilmot 2014 ) gifted Child Today, 35 ( 8 ), articles... The poll reveals as well as its limitations of Indigenous Education, 25 2! ( 2 ), 7591, 50 ( 1 ), how does school influence your identity or!

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